ERIC Number: EJ1254127
Record Type: Journal
Publication Date: 2019-Jan
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1069-4730
EISSN: N/A
Large-Scale Student Programs Increase Persistence in STEM Fields in a Public University Setting
Ikuma, Laura H.; Steele, Adrienne; Dann, Summer; Adio, Oluwakemi; Waggenspack, Warren N., Jr.
Journal of Engineering Education, v108 n1 p57-81 Jan 2019
Background: Louisiana State University's (LSU) STEM Talent Expansion Program (STEP) was established to increase students' persistence in first-year, declared engineering majors (a project priority), in science, technology, engineering, and math (STEM) majors (an NSF goal), and in all majors at LSU (an institutional goal). Over 8 years, 3,097 (27%) engineering students participated in one or more STEP activities including a residential college, a student mentoring program, an introductory engineering design course, and a summer bridge camp for first-year students. Purpose: This paper describes the influence of the STEP activities on persistence, while accounting for demographic and academic preparation variables. Design/Method: Data collected over 8 years from first-year engineering students include demographics, academic preparation, participation in STEP activities, and yearly status regarding major and graduation. Descriptive statistics, correlation analysis, and multiple logistic regression determine which factors significantly impact persistence in engineering majors, in STEM majors, and in all majors at LSU. Results: STEP participants have higher persistence levels than nonparticipants by at least 11% in engineering, 9% in STEM, and 5% in all majors at LSU. Gender, ACT math scores, and, in some cases, ethnicity significantly impact persistence. Participation in the residential college, introductory course, and mentoring programs significantly increased persistence in engineering majors, in STEM majors, and at the university, while the summer bridge camp did not show as much influence on persistence overall. Conclusion: STEP was successful at increasing persistence in engineering and STEM majors. Specific STEP activities continue to evolve in the College of Engineering and should continue to reap positive results in the persistence of engineering students.
Descriptors: College Freshmen, STEM Education, Majors (Students), Academic Persistence, College Programs, Engineering Education, Gender Differences, College Entrance Examinations, Mathematics, Scores, Ethnicity, Summer Programs
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: STEP1A0622524; 1B1161311